Our Curriculum for Behaviour
Behaviour Curriculum 2026 2027 
At St Joseph’s Junior school we believe that:
- Relationships are key to everything. For children to feel safe and ready to learn, teachers must know their influences, build a strong relationship rooted in mutual respect and emotional safety whilst being prepare to meet the needs of all children.
- Behaviour is learned therefore routines, expectations and social behaviour must be explicitly taught by staff.
- Behaviour is a form of communication. As a school informed by the therapeutic thinking approach, we believe that behaviour is a form of communication and behind every behaviour there is a need.
- Consistency is a curriculum tool and children learn best when expectations are predictable and reinforced in the same way by all adults.
- All children should be included and treated with equity. Therefore, it may be necessary to adapt to empathetically meet the needs of pupils who have experienced ACE’s (adverse childhood experiences) trauma, attachment difficulties or have SEND needs using strategies such as WIN or therapeutic plans.
- There are consequences to all behaviour. Whether this be a positive (encouraged) consequence or negative (redirected and discouraged) consequence.
Whole school expectations and routines
- The whole class routines will be explicitly taught, practised and rehearsed throughout the year.
- All staff will hold children accountable to ensure a calm school environment with a shared understanding of ‘‘what we permit is what we promote’.
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Arrival/ morning routine |
Transition routine |
Listening routine |
Partner talk routine |
End of day routine |
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Teachers will stand and welcome warmly at the door. Children enter calmly and after lunch music will be playing Children greet adults (if not, adults challenge kindly) Children prepare their equipment. Children will promptly begin their morning task (displayed) on the board. |
Children will walk quietly. Children will walk in single file lines. Children will carry equipment safely. All staff will challenge/ reinforce if not meeting expectation (not using a shouting tone) |
Children’s eyes on the speaker
Voices off unless it is partner talk or response.
Hands still.
Sitting comfortably and safely (sitting kneeled or bottom on carpet, no swinging on chairs)
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Turn to face your partner.
Make eye contact to show you are listening.
Take it in turns to speak.
No talking over each other.
Be ready to share what your partner has said.
Full sentence silent signal will be used to reinforce the expectation of full sentences. |
Pack away.
Check space is tidy. Collect belongings from pegs calmly waiting for the people around you. Teacher to dismiss and look forward to tomorrow. End of the day prayer. |
(All of above unless ILP or behaviour plan states otherwise)
Sequencing: when and how behaviour is taught
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Autumn Term
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Spring term
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Summer term
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Assessment of behaviour
Teachers will use the following:
- Upload any behaviours above a yellow on Arbor.
- Write using STAR (situation, trigger, action and response)
- Use Arbor to track trends and triggers
- Work with the behaviour lead to create bespoke plans of response
- Discuss behaviour patterns with parents (valued, detrimental or dangerous)
SLT will use the following:
- Behaviour lead will use Arbor to track trends, triggers and patterns responding to appropriately using the behaviour tracker.
- Vulnerable pupil meetings to discuss specific children (putting bespoke support in place as necessary).
- Pupil, parent and staff voice to support behaviour.
- Learning walks and monitoring.
